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In our cities, we find the greatest concentrations of the world's great problems--poverty, homelessness, violent crime, and GHG emissions, to name a few. So too, cities present many of the most innovative, impactful solutions to these challenges. In this seminar, we'll look at three great challenges that confront Americans--the dearth of affordable housing, the growing impacts of climate change, and violent crime--in the urban context. We'll explore the legal, fiscal, and political limitations that constrain the terrain of local policymaking, and we will assess best practices among cities for enacting meaningful change within that landscape. Readings and discussion will overwhelmingly focus on U.S. cities, but we will consider a few examples from abroad as well. We will seek to move beyond familiar ideological battles to emphasize outcomes, evidence-based solutions, and analytical rigor. From contemporary academic studies and journals, news articles, case law, and guest speakers, students will gain an appreciation for cities as policy laboratories for pragmatic solutions that often elude binary labelling as "progressive" or "conservative." Students will be better prepared to understand and engage in cities as civic leaders, legal advisors or adversaries, participants in economic transactions, and constituents. This class is limited to 25 students, with an effort made to have students from SLS (15 by lottery) and 10 non-law students by consent of the instructor. Admitted non-law students should forward instructor consent to Grete Howland greteh@stanford.edu for a permission number to enroll in PUBLPOL 165 or Sonia Chan Schan23@stanford.edu to enroll in URBANST 166. Elements used in grading: Class Participation, Written Assignments, and Final Paper. Cross-listed with Public Policy ( PUBLPOL 165) and Urban Studies ( URBANST 166). NOTE: Due to similar content, students enrolled Confronting Our Housing and Homelessness Crises: Policy, Politics, and the Law ( LAW 7128/ URBANST 166/ URBANST 171) may not enroll in How Cities Can Save the World ( LAW 7119/ PUBLPOL 165/ URBANST 166).

This course will delve into some of the U.S. laws and policies governing immigration and citizenship. It is designed for students who have taken the basic immigration course or have equivalent academic or work exposure to immigration law. The class will focus on four major topic area: 1) immigration policing (including the bureaucratic bonds between the criminal and immigration law enforcement systems, the evolving nature of border enforcement and asylum processes, state and local efforts to criminalize migration, and the role of race in immigration policing); 2) the immigration consequences of criminal legal system contact (including the effect of citizenship status on criminal legal processes and outcomes, and the immigration consequences of criminal convictions); 3) citizenship and political participation (including limits on noncitizen access to education and voting); and 4) citizenship exclusions and loss (including historic and ongoing exclusions from citizenship, and denaturalization). Course coverage may change depending on unfolding events and student interest. Elements used in grading: Class participation and attendance; writing assignments; and an in-class final examination.

Course description: TBA

Recent years have brought questions of political violence to the forefront of public discussion, whether it is state violence, violence targeting government officials, or politically motivated acts against other members of the public. How does the law conceptualize "political" crimes or "crimes against the state"? What is the meaning of legal and rhetorical categories such as treason, terrorism, insurrection, sedition, and hate crimes? How should government institutions, including executive agencies and courts, respond to threats of political violence while protecting rights, equality, and democratic accountability? This seminar explores contemporary policy questions in light of a broader theoretical, historical, and legal context. There are two grading options. You may either choose to complete four reflection papers (4-5 pages each) responding to the week's readings or to write a 18-20 page research paper for R credit. Elements used in grading: Attendance, class participation, and written assignments or a final research paper.

This seminar will examine current research by legal and other scholars on a variety of topics in public law. Topics may include administrative law and the federal bureaucracy, constitutional history and theory, constitutional law, criminal law, national security, and procedural law. Each session of the seminar will consist of an invited speaker, usually from another university, who will discuss an ongoing project. Students will be required to submit proposed questions in advance of each session and write three short essays reflecting on guest speakers' papers. In addition to regular class meetings, students must attend two Friday class sessions. The precise meeting dates and times for the Friday class sessions to be arranged by the instructors and students. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS Registrar website https://registrar.law.stanford.edu/. Click SUNetID Login in the top right corner of the page and then click the "Consent Courses" tab. See Consent Application Form for instructions and submission deadline.

Inspectors general are some of the most important government officials you have never heard of. They seek to detect and deter waste, fraud, and abuse in government operations, and improve their efficiency and effectiveness. They provide an independent check on government and hold powerful government officials accountable. This seminar will explore the crucial oversight role and responsibilities of inspectors general and other government oversight entities. Students will examine the history of inspectors general, their responsibilities, their legal authorities, their relationships with their agencies and other government oversight entities, and the need to strengthen and reform our system of government oversight. Students will also discuss whether the federal judiciary needs an inspector general. In the winter quarter, the seminar will meet on Wednesdays from 4:15 to 6:15. The first hour of most sessions will involve a discussion of the week's topic. In the second hour, students will often hear from a speaker, including current and former inspectors general and leaders of oversight organizations, about the issues they faced as well as the satisfactions and challenges of public service. Most speakers will participate remotely. Students will be expected to submit questions for the speaker in advance, based on the week's reading, and students will have an opportunity to ask the speaker their questions or other questions. Elements used in grading include attendance and class participation, questions submitted for the speaker, and a final paper.

Thomas Jefferson, much as he hated the press when he was President, believed firmly in the value of a free press. He most famously said: "The basis of our governments being the opinion of the people, the very first object should be to keep that right; and were it left to me to decide whether we should have a government without newspapers or newspapers without a government, I should not hesitate a moment to prefer the latter." The business of media has radically changed and over the past 20 years with the introduction of the internet and the inevitable fragmentation that followed, together with the introduction of social media. Many traditional sources of news are struggling to stay viable and cutting staff, while new sources of news, including anyone with a twitter or Tik Tok account, proliferate -- with much consumer confusion about what sources are credible. In this course we will cover a range of topics: from Johnny Depp's defamation case against Amber Heard; to Elon Musk and the tweets that prompted the SEC to file suit; to the Pentagon papers and The Washington Post and more. Elements used in grading: Attendance, class participation and a group in class presentation on a topic of the groups choice. Interested SLS students should complete and submit an S-Term Course Selection Form 2023 available at https://law.stanford.edu/education/s-term/) by April 25, 2023. Forms received after the deadline will be processed on a rolling basis until the class is full. S-Term early start for Autumn Quarter. Class meets 10:00AM-12:00PM on September 11, 12, 13, 15, 18, 19, 20, & 21. Class dinner, 6:00PM-8:00PM on Thursday, September 14.

We will take a "deep dive" into some of the most interesting and contentious issues in the "federal courts" space. Illustrative topics might include any or all of the following: (1) Jurisdiction-stripping (Can Congress eliminate the Supreme Court's jurisdiction to hear certain types of cases, and if so, under what circumstances?); (2) Standing doctrine (Is the "injury-in-fact" requirement made up, and might there be a better way to think about the case-or-controversy requirement?); (3) Habeas corpus (What role should innocence play?); and Certification (Might federal courts' certification of questions to state supreme courts unlawfully delegate federal judicial power?). Readings will include judicial opinions and journal articles. We will aim to tackle one topic per session. Judge Newsom will introduce the topic and lead the discussion, and he will encourage vigorous classroom discussion. Grading: Students will write a short "thought piece" (NOT a research paper), due by the end of the fall quarter (NOT at the end of the week-long class period). Students are encouraged--but by no means required--to consider turning their thought pieces into more substantial written works for publication.

In virtually every major U.S. city, the lack of affordable housing or homelessness (or both) constitutes the most urgent concern to residents. Amid ample hang-wringing by politicians, pundits, and the press, the human toll of the housing affordability crises has only worsened. This class will focus on solutions to this crisis. Solutions abound, but implementing them at scale requires understanding--and navigating--the legal, economic, and political constraints faced by decision makers. It's in large cities where we see the problem most acutely, but where we also see America's most innovative solutions. So, this class--taught by the former mayor of one of America's dozen largest cities-- will have a decidedly urban focus. While the local entitlement and development process will provide a starting point, the class will also delve into key elements of state and federal policy and law that shape the local responses to these crises. An eclectic set of sources --studies, court opinions, consultant reports, economic meta-analyses, news accounts and an occasional guest lecturer-- will support class discussion. The class will be taught with a bias against the ideological, eschewing progressive or conservative "quick fixes," and emphasizing problem-solving, pragmatism, an openness to opposing viewpoints, and a willingness to acknowledge the trade-offs in every approach. Students will be expected to persuasively advocate for specific solutions--in class discussion and in writing-- and to demonstrate an understanding of the limitations of those solutions. Elements used in grading: Class Participation, Written Assignments. This class is limited to 35 students, with an effort made to have students from SLS (25 students by lottery) and up to 10 non-law students with consent of the instructor. Law students may bid for LAW 7128 via the Law Lottery in Axess. Non-law students may enroll in PUBLPOL 171 up to a maximum of 10 with consent of the instructor. Cross-listed with Public Policy ( PUBLPOL 171) and Urban Studies ( URBANST 175). NOTE: Due to similar content, students enrolled in How Cities Can Save the World ( LAW 7119/ PUBLPOL 165/ URBANST 166), may not enroll in Confronting Our Housing and Homelessness Crises: Policy, Politics, and the Law ( LAW 7128/ URBANST 166/ URBANST 175).