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The legal services market is in the middle of its most dramatic reexamination in decades. Several states --- among them California, Arizona, Utah, and Florida --- are considering or already implementing changes to their Rules of Professional Conduct in order to expand who can provide legal services and how. These reforms are designed to accelerate innovation in the delivery of legal services and, ultimately, increase access to justice, in part by allowing technology and people without JDs to play a greater role than they can today. As states consider these reforms, questions have come to the fore as to how potential changes may impact potential clients, existing clients, and providers of legal services. Significant questions include: Who are the nontraditional legal services providers most likely to seek to operate under the new rules? What are their delivery and business models? What kinds of consumers are they serving, and for what kinds of legal needs? What risks do they pose? With Utah and Arizona's reforms in place and new services providers entering those systems, we can start to answer these vital questions. Students will interview entrepreneurs, lawyers, and consumers to map the current and future provider landscape and will draft a report that offers guidance to the judges and policymakers who are shaping the future of access to justice. Likely clients for the lab include the Utah Supreme Court's Office of Legal Services Innovation and the Arizona Supreme Court. The lab's work will also inform the work of the State Bar of California's Closing the Justice Gap Working Group, on which two of the instructors serve as public appointed members. Students will emerge from the practicum with a richer understanding of the access to justice crisis in the United States and the range of legal, policy, and entrepreneurial interventions and opportunities that might address it. Students from a range of disciplines are welcome, including undergraduates interested in public policy. This is a one-quarter practicum. There may be a related practicum offered during spring quarter, but students do not need to commit to two quarters. Law students wishing to take the class for R credit will perform additional research or take on additional tasks. After the term begins, and with the consent of the instructor, students accepted into the course may transfer from section (01) into section (02), which meets the R requirement. Students who take the course for R credit may have the opportunity to attend a conference at Arizona State in February that focuses on these and other access-to-justice issues. Elements used in grading: Attendance, Performance, Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at https://law.stanford.edu/education/courses/consent-of-instructor-forms/. See Consent Application Form for instructions and submission deadline.

Client: Various government agencies and nonprofit groups. Formerly incarcerated individuals face a range of personal and institutional challenges in their reentry into broader society. Considerable research and many programs have focused on systems reform and support and social programs to increase the likelihood of successful reentry. But technological tools also have the potential to help lower friction and increase the success of reentry. This policy lab will engage with challenging legal, social, government systems, and technological questions, with opportunities to design and/or implement new tools to aid in the reentry process. We will work with a variety of stakeholders including government organizations and programs, non-profit entities, and legal innovators to prototype and evaluate new technological solutions to facilitate the reentry process and reduce recidivism. This practicum will build a collaborative team of diverse backgrounds and skill sets to learn from each other and enhance the overall capacity of the research and tool development. We encourage students who are interested in criminal justice, technology for social impact, access to justice, and entrepreneurship and innovation for social good to join us, including upper-division and graduate students from Law, Computer Science, Electrical Engineering, Mechanical Engineering, MS&E, Public Policy, and the social sciences. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final PROJECT. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.

This policy lab assists the newly formed California Committee for the Revision of the Penal Code in developing strategies for criminal justice reform in California. The Committee is directed by the Governor and state legislature with studying and making recommendations to simplify and rationalize the substance and procedure of criminal law in California. In 2020, the Committee will likely address five areas of the state's criminal justice system, and students will be responsible for helping set reform priorities within those subject areas, researching existing policy strengths and weaknesses, comparing California law with other jurisdictions, consulting with subject-matter experts, and suggesting and analyzing reform proposals. Students will work directly with Committee members and staff and attend Committee hearings in Sacramento and across the state. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.

Illegal fishing has long plagued the world's oceans, undermining economic development, national security, food security, and human rights -- and nowhere is this more starkly evident than in the Pacific Ocean. From cans of tuna to shrimp cocktail, the legality of how this seafood is caught and processed is often uncertain. A recent World Resources Institute study estimates that half of illegal marine trading networks come from the Pacific, totaling between 3.7 and 7.2 million tons of fish stolen from fishermen and coastal nations. Of further critical concern is the role of forced labor within the industry. This policy lab confronts the global environmental, human rights and privacy challenges associated with the existing framework of international laws and policies. The research delves into international laws that apply to the high seas, illegal fishing and forced labor and slavery to locate leverage points and explore innovative solutions, including how new technologies might be developed and deployed. The research contributes to the agendas of two organizations that are leaders in addressing Illegal, Unreported, and Unregulated (IUU) fishing in supply chains (FishWise), and idenfifying leverage points to reduce forced labor and slavery in fishing activities (Rights Lab, University of Nottingham). Effective solutions to these problems required broad collaborations among nations, international seafood companies, nonprofit organizations, and universities. Students will have the opportunity to explore one of the following two topics. The Supply Chain Risk Tool (SCRT), co-led by FishWise, encompasses the development of a tool to enable companies to identify and address risk of IUU fishing activities in supply chains. The role of the students will be to design a user research plan, which could help to identify users, needs, and processes that the SCRT could support. A Port Resilience Framework to Address Forced Labor, co-led by colleagues from the Rights Lab at University of Nottingham, will be an effort to apply a resilience framework to address modern forms of slavery in port communities. Students will be able to apply resilience concepts to ports by identifying key systemic issues, legislative assets and problems, local institutions, and policies or practices. The Stanford Center for Ocean Solutions serves as the liaison to both policy clients stated above and will also connect students with partners such as large seafood companies, and human rights and environmental NGOs. Students will produce policy briefs that will contribute to a third installment in a comprehensive public report issued by the Stanford Center for Ocean Solutions. The practicum seeks law students as well as graduate and well-qualified undergraduate students in such programs as earth systems, computer science, public policy, business, sociology, and marine biology. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the home

Same as PSYC 107. Client: Broken No More, http://broken-no-more.org/about-us/. More Americans die every year of overdose than died in the entire course of the 1955-75 Vietnam conflict. Overdose has helped reduce aggregate US life expectancy for three years in a row--something that has not happened in 100 years, including at the height of the AIDS epidemic in the '80s and '90s. Measured by loss-of-life, opiate-related overdose is the most acute national health crisis of our lifetimes. Student researchers will work closely with the client, Broken No More, a national organization of parents and families who have lost family members to opioid use. The organization supports grieving members and also pushes forward evidence-based, public health interventions to the opioid epidemic. This practicum explores legal approaches to a more comprehensive and thoughtful understanding to the Opioid Epidemic. The research team will evaluate whether various stakeholders have fulfilled their legal and regulatory obligations to respond to the epidemic, including whether hospitals and insurers fulfill their implied "duty of care." The questions addressed in this practicum could have life-saving impact on people currently suffering from opioid use disorder. The course seeks to build a diverse research team with students from law, public policy, medicine, public health, and sociology. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.

Stanford Law and GSB graduates will play important roles solving many of our greatest societal problems--in areas such as education, health, energy, and domestic and global poverty--that call for action by governments and nonprofit, business, and hybrid organizations. Faculty at the two schools are currently working to enhance courses and programs that prepare students for careers addressing such challenges. This policy lab practicum will complement and support their efforts. We will learn about the careers that graduates of the two Schools have had in social problem-solving, policymaking, and policy advocacy; what skills their work demands; and how they acquired those skills. We will examine the curricula of policy schools, law schools, and business schools to learn how they prepare students for these roles. We will also ascertain student interest in particular courses and programs at Stanford and other institutions, including what attracts or deters students from pursuing joint degrees in policy. Insights from this practicum will help the two Schools design changes to their programs. GSB as well as SLS students are encouraged to enroll. Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.

This project will research and build an open-source resource library about diversity and classroom dynamics. The goal is to produce a well-curated collection linking to articles, books, and other reliable and authoritative materials to support faculty facilitation of dynamic and productive class discussions about issues of race, ethnicity, gender, sexual orientation, socioeconomic status, religion, exceptionalities, and more. Students will deeply engage with a broad range of literature in order to select the best resources for this unique collection. Students will also explore available trainings and workshops, including online programs, and create a resource list. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.

Client: Steyer-Taylor Center for Energy Policy and Finance. China is investing in massive foreign-infrastructure construction, notably in emerging economies. Whether that infrastructure is high-carbon or low-carbon will largely determine the future of climate change. Many universities and institutions are studying the carbon impacts of China's foreign-infrastructure investment. That research tends to compare China's aggregate fossil-fuel-versus-renewable investments, assessing whether those investments meet a clean-energy ideal. New research at Stanford's Steyer-Taylor Center for Energy Policy and Finance is undertaking this analysis differently. It seeks to map the players and financial flows of global infrastructure investment in a way that compares the carbon intensity of Chinese-financed infrastructure projects in important emerging economies with the carbon intensity of energy infrastructure in those countries that has been financed by multilateral, bilateral, and other non-Chinese entities. This method is designed to reflect the way global infrastructure funding works, politically and economically, in actual practice -- and thus to elucidate particularly realistic ways to meaningfully decarbonize Chinese infrastructure financing. In this policy lab, which is the second phase of the spring 2020 lab, students will advance research toward two sorts of deliverables: a data-analysis and data-visualization tool to map players, financing structures, and carbon emissions from Chinese-financed infrastructure projects in key host countries; and a written account of how Chinese-financed infrastructure is playing out in those countries. The research will involve close interaction with key officials at key infrastructure-financing institutions in China and around the world. Graduate students from across Stanford are invited to apply. Data-analysis skills, energy-finance understanding, and proficiency in Mandarin are useful skills for this work, but they are not required. The lab seeks graduate students from the disciplines of law, business, engineering and environmental science, and East Asian Studies. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline. Cross-listed with International Policy ( INTLPOL 371).

Background: With the sudden onslaught of the pandemic COVID 19 creating emergency requirements regarding professional and social distancing, government agencies in California have had to implement "telework" or remote work policies quickly, with limited guidance and limited awareness of best practices. Government agencies are complex institutions, performing diverse and vital functions and employing a wide variety of types of employees, some of whom are represented by labor bargaining units. They handle and manage information subject to privacy protections, and many of the communications engaged in between employees and with members of the public are also subject to public disclosure requirements. Public agencies also face financial, technological, and personnel resource limitations. California state agencies need to be able to anticipate work and access issues due to its experiences with natural and manmade disasters, frequently in the form of earthquakes and fires. The disruptions created by this pandemic, because of its impacts on the workforce and economy, are extreme but highlight the need for broad reconsideration of work functions, locations, and worker support. The Project: Working with one state agency, the California State Controller's Office (SCO), students will research and evaluate best practices for remote work by government employees and develop recommendations to ensure the critical government functions continue during a variety of disasters and emergencies. Students will also try to learn what remote work policies could be effectively implemented over the long term. After gaining an understanding of the key functions of the State Controller's Office, students will research and provide answers to several critical questions, which may include: What are legally required timelines for performance of key tasks and functions and how do these requirements implicate remote work? What are the best practices related to chain of command, communications, and redundancy protocols to ensure ongoing operations? How can remote work policies ensure that decision-making remains efficient and effective? What are the priority factors to analyze when determining which staff positions should be designated "essential" or "non-essential"? In the current coronavirus environment, how does this analysis implicate who can or should be physically onsite? What are the processes that are required to be in place should an employee whose work is designated essential have a person who is at risk at home? What are the implications for public employees related to FLSA, OSHA, and Workers' Compensation Insurance compliance? How have business, other government agencies, and nonprofits resolved these issues and what are their best practices? How can those practices be implemented within the SCO? What are the technology requirements that can effectuate remote work? What types of encryption are necessary to protect private and sensitive data? If workers are using their privately-owned technology (e.g., cellular phones, computers), what are the possible exposures due to public records act reporting requirements and in a litigation setting? What are the equity implications of operationalizing remote work policies? What are the demographics of the positions with functions that can and cannot most likely take advantage of remote work? What are implications for the worker experience of remote work in different demographic groups? What are the impacts of differential levels of access to adequate technology at home? What is a cost-benefit analysis of shifting to more remote work? Are there cost-savings through potential reduction of work force or physical space? If so, what are the equity implications? What are the environmental benefits of shifting to remote work? Student Skills and Interests: All students are welcome regardless of experience as long as you are interested in this topic. However, if you have any experience working with government agencies, in disaster or emergency prepared or response, or in applying an equity analysis to policies and programs, please note that in your consent form. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.