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1 - 10 of 30 results for: CARDCOURSES::env ; Currently searching offered courses. You can also include unoffered courses

CEE 124X: Disasters, Decisions, Development in Sustainable Urban Systems (CEE) (CEE 224X)

CEE 224X of the CEE 224XYZ SUS Project series is joining forces with D3: Disasters, Decisions, Development to offer D3+SUS which will connect principles of sustainable urban systems with the challenge of increasing resilience in the San Francisco Bay Area. The project-based learning course is designed to align with the Resilient By Design | Bay Area Challenge Collaborative Research Phase ( http://resilientbayarea.org); students will learn the basic concepts of resilience and tools of risk analysis while applying those mindsets and toolsets to a collective research product delivered to the RBD community. Students who take D3+SUS are encouraged to continue on to CE 224Y and CEE 224Z, in which teams will be paired with local partners and will develop interventions to improve the resilience of local communities. For more information, visit http://sus.stanford.edu/courses. (Cardinal Course certified by the Haas Center).
Terms: Aut | Units: 1-5 | Grading: Letter or Credit/No Credit

CEE 224X: Disasters, Decisions, Development in Sustainable Urban Systems (CEE) (CEE 124X)

CEE 224X of the CEE 224XYZ SUS Project series is joining forces with D3: Disasters, Decisions, Development to offer D3+SUS which will connect principles of sustainable urban systems with the challenge of increasing resilience in the San Francisco Bay Area. The project-based learning course is designed to align with the Resilient By Design | Bay Area Challenge Collaborative Research Phase ( http://resilientbayarea.org); students will learn the basic concepts of resilience and tools of risk analysis while applying those mindsets and toolsets to a collective research product delivered to the RBD community. Students who take D3+SUS are encouraged to continue on to CE 224Y and CEE 224Z, in which teams will be paired with local partners and will develop interventions to improve the resilience of local communities. For more information, visit http://sus.stanford.edu/courses. (Cardinal Course certified by the Haas Center).
Terms: Aut | Units: 1-5 | Grading: Letter or Credit/No Credit

CEE 224Y: Sustainable Urban Systems Project (CEE 124Y)

Sustainable Urban Systems (SUS) Project is a project-based learning experience being piloted for an upcoming new SUS M.S. Program within CEE. Students are placed in small interdisciplinary teams (engineers and non-engineers, undergraduate and graduate level) to work on complex design, engineering, and policy problems presented by external partners in a real urban setting. Multiple projects are offered throughout the academic year and may span multiple quarters. Students are expected to interact with professionals and community stakeholders, conduct independent team work outside of class sessions, and submit deliverables over a series of milestones. To view project descriptions and apply, visit http://sus.stanford.edu/courses/.
Terms: Win | Units: 1-5 | Grading: Letter or Credit/No Credit

CEE 224Z: Sustainable Urban Systems Project (CEE 124Z)

Sustainable Urban Systems (SUS) Project is a project-based learning experience being piloted for an upcoming new SUS M.S. Program within CEE. Students are placed in small interdisciplinary teams (engineers and non-engineers, undergraduate and graduate level) to work on complex design, engineering, and policy problems presented by external partners in a real urban setting. Multiple projects are offered throughout the academic year and may span multiple quarters. Students are expected to interact with professionals and community stakeholders, conduct independent team work outside of class sessions, and submit deliverables over a series of milestones. To view project descriptions and apply, visit http://sus.stanford.edu/courses/.
Terms: Spr | Units: 1-5 | Grading: Letter or Credit/No Credit

CSRE 125E: Shades of Green: Redesigning and Rethinking the Environmental Justice Movements (EARTHSYS 125, EARTHSYS 225, URBANST 125)

Historically, discussions of race, ethnicity, culture, and equity in the environment have been relegated to the environmental justice movement, which often focuses on urban environmental degradation and remains separated from other environmental movements. This course will seek to break out of this limiting discussion. We will explore access to outdoor spaces, definitions of wilderness, who is and isn't included in environmental organizations, gender and the outdoors, how colonialism has influenced ways of knowing, and the future of climate change. The course will also have a design thinking community partnership project. Students will work with partner organizations to problem-solve around issues of access and diversity. We value a diversity of experiences and epistemological beliefs, and therefore undergraduates and graduate students from all disciplines are welcome.
Terms: Win | Units: 3-5 | Grading: Letter or Credit/No Credit

EARTH 5: Geokids: Earth Sciences Education

Service learning through the Geokids program. Eight weeks of supervised teaching to early elementary students about Earth sciences. Hands-on teaching strategies for science standards-based instruction.
Terms: Aut, Spr | Units: 1 | Repeatable for credit | Grading: Satisfactory/No Credit
Instructors: Saltzman, J. (PI)

EARTHSYS 105: Food and Community: Food Security, Resilience and Equity

What can communities do to bolster food security, resiliency, and equity in the face of climate change? This course aims to respond to this question, in three parts. In Part 1, we will explore the most current scientific findings on trends in anthropogenic climate forcing and the anticipated impacts on global and regional food systems. Specifically, Part I will review the anticipated impact of climate change on severe weather events, crop losses, and food price volatility and the influence of these impacts on global and regional food insecurity and hunger. In Part II, we will consider what communities can do to promote food security and equity in the face of these changes, by reviewing the emerging literature on food system resiliency. Finally, we will facilitate a conference in which multi-disciplinary teams from around the country will gather to initiate regional planning projects designed to enhance food system resilience and equity. Cardinal Course (certified by Haas Center). Limited enrollment. May be repeated for credit.
Terms: Spr | Units: 3 | Repeatable for credit | Grading: Letter or Credit/No Credit
Instructors: Carlisle, L. (PI)

EARTHSYS 125: Shades of Green: Redesigning and Rethinking the Environmental Justice Movements (CSRE 125E, EARTHSYS 225, URBANST 125)

Historically, discussions of race, ethnicity, culture, and equity in the environment have been relegated to the environmental justice movement, which often focuses on urban environmental degradation and remains separated from other environmental movements. This course will seek to break out of this limiting discussion. We will explore access to outdoor spaces, definitions of wilderness, who is and isn't included in environmental organizations, gender and the outdoors, how colonialism has influenced ways of knowing, and the future of climate change. The course will also have a design thinking community partnership project. Students will work with partner organizations to problem-solve around issues of access and diversity. We value a diversity of experiences and epistemological beliefs, and therefore undergraduates and graduate students from all disciplines are welcome.
Terms: Win | Units: 3-5 | Grading: Letter or Credit/No Credit

EARTHSYS 135: Podcasting the Anthropocene (EARTHSYS 235)

The Anthropocene refers to the proposed geologic age defined by the global footprint of humankind. It's an acknowledgement of the tremendous influence people and societies exert on Earth systems. Students taking the course will identify a subject expert, workshop story ideas with fellow students and instructors, conduct interviews, iteratively write audio scripts, and learn the skills necessary to produce final audio podcast as their final project. Our expectation is that the final projects will be published on the award-winning Generation Anthropocene podcast, with possible opportunities to cross post in collaboration with external media partners. Students taking EARTHSYS 135/235 are strongly encouraged to take EARTHSYS 135A/235A beforehand. Meets Earth Systems WIM requirement. (Cardinal Course certified by the Haas Center).
Terms: Win | Units: 3 | Repeatable for credit | Grading: Letter or Credit/No Credit

EARTHSYS 135A: Podcasting the Anthropocene 1.0

The Anthropocene refers to the proposed geologic age defined by the global footprint of humankind. It's an acknowledgement of the tremendous influence people and societies exert on Earth systems. In this course, students research, prepare, and conduct audio interviews related to the Anthropocene with experts of their choosing. Instructors will help facilitate interviews and prepare student for the experience. Throughout the quarter students will participate in group workshops. This is a project-based course resulting in two long-form interviews. The expectation at the end of the quarter is to publish interviews via the Generation Anthropocene podcast, with possible opportunities to cross post in collaboration with external media partners. Students hoping to take EarthSys 135/235 during winter quarter are strongly encouraged to enroll in EarthSys 135A/235A. (Cardinal Course certified by the Haas Center).
Terms: not given this year | Units: 1-2 | Grading: Satisfactory/No Credit
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