91 - 100 of 104 results for: CEE

Urban infrastructure systems are more flexible and resilient when designed, interconnected, and operated as an integrated whole. These systems include Energy, Transportation, Communication, Water, Air, Ecosystem and Geophysical systems. The class introduces basics of current infrastructure systems and explores in greater depth how these systems can be integrated in design and in operations. Students taking this course will develop a framework for understanding integrated infrastructure design from multiple engineering and civic perspectives. Specific topics include: - Boundaries and boundary conditions between built and natural infrastructure systems - quantifying and normalizing materials and energy flows between built and natural urban systems - basis of physical, economic, and legal control of infrastructure systems. When appropriate, students will be able to develop new metrics to evaluate single system and integrated system performance.

Pension funds, sovereign wealth funds, endowments, foundations, and other beneficial institutional investors control more than $100 trillion in investable assets. These funds may be beneficial in nature, they exist to secure a promised social benefit, but they are also the base of our modern capitalist system. They are responsible for funding industries that Stanford students will seek to work in (or with), such as venture capital, hedge funds, private equity, or other professional investors. As such, if we are to unlock financial capital to fund meaningful solutions to societies problems, such as climate change, these investors must allocate capital to these projects. But few people understand why these organizations exist, how they operate or invest, and what the implications of their decisions are for society and the planet. This course aims to equip the Stanford community with a deep understanding of beneficial institutional investors. The course will be given in a seminar format and be broken down into three modules: 1) Why beneficial investors exist; 2) How they invest their capital; and 3) How their investing affects the sustainability of modern capitalism.

Building bridges across the clean energy divide involves addressing barriers to participation. These barriers affect the pace of investment, especially for distributed energy solutions such as building energy upgrades, on-site solar, and transportation electrification. This course will explore innovative business models that are responsive to calls for equity and inclusion, and it will give special attention to California's ongoing clean energy finance rulemaking in the utility sector to open the clean energy economy for all.

Virtual Design and Construction (VDC) starts by understanding the client's objectives for building performance and the translation of these objectives into measurable project and production objectives. Based on a culture of proactive and constructive engagement, three mutually supportive strategies are essential to achieve these objectives: (1) the knowledge of the many disciplines contributing to the design and construction of a buildable, usable, operable, and sustainable building needs to be orchestrated concurrently, (2) the information supporting the project team must be integrated and be accessible seamlessly, and (3) the workflow carried out by the project team must enable the creation of integrated knowledge and information and lead to decisions that stick. This course will teach all the essential elements of VDC. This is an online course. Prerequisite: 100 or consent of instructor. Recommended: CEE 240, CEE 241.

Students must obtain a faculty sponsor.

Introductory research experience for first-year Ph.D. students in the Environmental Engineering and Science program. 15-18 hours/week on research over three quarters. 370A requires written literature survey on a research topic; 370B requires oral presentation on experimental techniques and research progress; 370C requires written or oral presentation of preliminary doctoral research proposal. Students must obtain a faculty sponsor.

May be repeated for credit. Prerequisite: consent of instructor.

For first- and second-year post-master's students preparing for thesis defense. Students develop progress reports and agency-style research proposals, and present a proposal in oral form. Prerequisite: consent of thesis adviser.