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LAW 809O: Policy Practicum: Drafting a Foreign Sovereign Anti-SLAPP Statute

Client: Neukom Center for the Rule of Law. It's almost impossible to sue a foreign government in U.S. courts. The Foreign Sovereign Immunities Act, the court-created "act of state" doctrine, and other common-law immunities shield foreign officials and governments from most lawsuits. For instance, courts have dismissed claims against China, Cuba, Venezuela, and Russia over allegations of torture, detentions, and election interference. Yet foreign governments have unfettered access to U.S. courts as plaintiffs. And foreign dictatorships--including Russia, China, Turkey, and Venezuela--have leveraged this access to harass political dissidents, critics, and even newspapers in the United States. These doctrines create an asymmetry: foreign dictators and their proxies can access our courts as plaintiffs to harass their opponents, but their regimes are, in turn, immune from lawsuits here. Congress and the U.S. China Commission have asked the Neukom Center for the Rule of Law to propose a bill more »
Client: Neukom Center for the Rule of Law. It's almost impossible to sue a foreign government in U.S. courts. The Foreign Sovereign Immunities Act, the court-created "act of state" doctrine, and other common-law immunities shield foreign officials and governments from most lawsuits. For instance, courts have dismissed claims against China, Cuba, Venezuela, and Russia over allegations of torture, detentions, and election interference. Yet foreign governments have unfettered access to U.S. courts as plaintiffs. And foreign dictatorships--including Russia, China, Turkey, and Venezuela--have leveraged this access to harass political dissidents, critics, and even newspapers in the United States. These doctrines create an asymmetry: foreign dictators and their proxies can access our courts as plaintiffs to harass their opponents, but their regimes are, in turn, immune from lawsuits here. Congress and the U.S. China Commission have asked the Neukom Center for the Rule of Law to propose a bill that would remedy this asymmetry. The policy lab will focus on researching and drafting proposed bill language to present to Congress. The lab will need students who are knowledgeable about statutory interpretation and are ready to research jurisdictional and foreign relations law questions. We plan to enroll no more than four students by consent of the instructor. Elements used in grading: Attendance, performance, class participation, and written assignments. CONSENT APPLICATION: To apply for this course, students must submit a Consent Application Form at SLS Registrar https://registrar.law.stanford.edu/. See the Consent Application Form for instructions and the submission deadline.
Last offered: Winter 2024 | Units: 1-2

LAW 809P: Policy Practicum: University Anti-Doxxing Policies

Students in this Policy Practicum will advise the Stanford Provost's Office on the legal and policy issues raised by the doxxing of or by members of the Stanford community or otherwise related to activities on campus, and develop recommendations for how the University should respond. Areas of research will cover the legal definition of doxxing, the First Amendment, the Leonard Law and other constraints applying to the University in this context, what training or resources can be offered to people to protect their online privacy, and how to foster open and constructive discourse as an academic institution in light of the way that these online dynamics and the threat of doxxing can chill speech. This second offering of the practicum will build on interim recommendations made by this lab last year. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments. APPLICATION: To apply for this course, students must submit a Consent Application Form at SLS Registrar https://registrar.law.stanford.edu/. See the Consent Application Form for instructions and the submission deadline.
Last offered: Autumn 2024 | Units: 3 | Repeatable 2 times (up to 6 units total)

LAW 809Q: Policy Practicum: Safeguarding Judicial Independence Around the World

An impartial and independent judiciary is crucial for safeguarding democracy and the rule of law. In this policy practicum, students will work on several important projects for submission to the UN Special Rapporteur on the Independence of Judges and Lawyers, Professor Margaret Satterthwaite. The Rapporteur's UN mandate positions her to have a real-time impact on efforts to defend democracy in a time of authoritarian overreach and democratic backsliding. She executes her mandate through individual case work, reports on country visits, amicus briefs, and thematic reports on key issues. Under the supervision of the instructor, and in consultation with the U.N. special rapporteur, students will work in small teams to provide carefully researched, time-relevant inputs on one or more of the following crucial topics: 1. The instrumentalization of the judicial system to harm the rights of government opponents or other dissidents. Students will provide case studies of judicial harassment and o more »
An impartial and independent judiciary is crucial for safeguarding democracy and the rule of law. In this policy practicum, students will work on several important projects for submission to the UN Special Rapporteur on the Independence of Judges and Lawyers, Professor Margaret Satterthwaite. The Rapporteur's UN mandate positions her to have a real-time impact on efforts to defend democracy in a time of authoritarian overreach and democratic backsliding. She executes her mandate through individual case work, reports on country visits, amicus briefs, and thematic reports on key issues. Under the supervision of the instructor, and in consultation with the U.N. special rapporteur, students will work in small teams to provide carefully researched, time-relevant inputs on one or more of the following crucial topics: 1. The instrumentalization of the judicial system to harm the rights of government opponents or other dissidents. Students will provide case studies of judicial harassment and other forms of instrumentalization of the judicial system. A specific focus will be placed on the criminalization of lawyers, prosecutors, and judges, and on the use of SLAPP suits (strategic litigation against public participation). Students will perform legal analysis of these concerns using international human rights law and soft law norms such as the Basic Principles on the Role of Lawyers and the Guidelines on the Role of Prosecutors. Questions to be explored include: what is the role of lawyers in guarding against the instrumentalization of the judicial system? What norms provide guidance to lawyers assessing whether zealous advocacy could transform into judicial harassment? What rules can guide prosecutors in charging decisions concerning government opponents? 2. The independence of Indigenous juridical systems. Students will provide case studies exploring how Indigenous peoples have maintained their legal and judicial systems in the United States and countries around the world. The UN Declaration on the Rights of Indigenous Peoples guarantees the right of Indigenous peoples "to promote, develop and maintain their institutional structures," including "juridical systems or customs, in accordance with international human rights standards." Questions to be explored include: what challenges have Indigenous peoples faced in maintaining their legal and judicial systems? Are there good practices for safeguarding the self-determination of Indigenous peoples through their juridical systems? 3. Economic and corporate capture of judicial systems. The right to a fair trial requires independent and impartial courts, and international standards make clear that judges must be free from "improper influences [or] inducements" from "any quarter or for any reason." Students will prepare case studies illustrating the risk to judicial systems emanating from powerful economic or corporate interests. Questions to be explored include: what counts as improper economic inducement of a court or its judges and who decides? What rules exist to limit the influence of corporations or other wealthy actors from influencing the selection or appointment of judges? Do ethical codes and laws effectively shield judges from undue influence by powerful economic actors? Are there policies or practices that ensure a country's judiciary is open to jurists of diverse wealth or class backgrounds? Through this practicum, students will learn to work for and engage with a policy client; have an opportunity to have real-time, practical impact on key problems around the world relating to judicial independence; and also hone their legal research, policy analysis, and writing skills. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments. CONSENT APPLICATION: To apply for this course, students must submit a Consent Application Form at SLS Registrar https://registrar.law.stanford.edu/. See the Consent Application Form for instructions and the submission deadline.
Last offered: Spring 2024 | Units: 2

LAW 809R: Policy Practicum: Nature-Based Climate Solutions Policy Lab

Nature-based climate solutions can enhance the natural proclivity of landscapes and seascapes to combat climate change by removing carbon dioxide from the atmosphere while generating co-benefits such as biodiversity, cleaner air and water, and improved resilience in the face of destructive climate impacts. Yet "nature-based climate solutions" (NbS) are not well-defined and a general lack of understanding, experience and information-sharing about NbS is holding back their adoption. In addition, U.S. laws and policies can limit the deployment of NbS. In this policy lab we will work with a non-profit client that invests in a large number of NbS and is interested in identifying and overcoming barriers that are constraining their investments, and in improving how they measure, monitor and verify the climate and other benefits associated with NbS projects. Consent Application: Students interested in enrolling in this policy lab should complete a consent application that includes these elemen more »
Nature-based climate solutions can enhance the natural proclivity of landscapes and seascapes to combat climate change by removing carbon dioxide from the atmosphere while generating co-benefits such as biodiversity, cleaner air and water, and improved resilience in the face of destructive climate impacts. Yet "nature-based climate solutions" (NbS) are not well-defined and a general lack of understanding, experience and information-sharing about NbS is holding back their adoption. In addition, U.S. laws and policies can limit the deployment of NbS. In this policy lab we will work with a non-profit client that invests in a large number of NbS and is interested in identifying and overcoming barriers that are constraining their investments, and in improving how they measure, monitor and verify the climate and other benefits associated with NbS projects. Consent Application: Students interested in enrolling in this policy lab should complete a consent application that includes these elements: Briefly describe why you are interested in this policy lab; Please describe your prior relevant courses and work experience; Are you willing to attend a Saturday morning session at the law school on Elements of Policy Analysis? Policy Lab Consent Applications are available at SLS Registrar https://registrar.law.stanford.edu/. Applications for this course will be available by February 28. Elements used in grading: TBA. Cross-listed with the Doerr School of Sustainability ( SUSTAIN 212). Students admitted to SUSTAIN 212/ LAW 809R will automatically receive a permission code to enroll LAW 809R in Axess. Admitted students wishing to enroll in SUSTAIN 212 should contact the instructor for a permission code to enroll in that course number.
Last offered: Spring 2024 | Units: 2

LAW 809S: Policy Practicum: Hopi Tribe Appellate Court Assistance Project

Students will serve as off-site law clerks to the Justices of the Hopi Tribal Appellate Court in Arizona. They will assist in preparing for oral arguments and drafting written decisions and any other assistance that the Justices require. Students will receive PW Credit for their work. Students in the law clerk track must commit to both the winter and spring quarters, and to attending the class trip to Hopi, tentatively scheduled for the end of spring break. Elements used in grading: Attendance, Class Performance, Class Participation, Written Assignments. Students in both the policy and clerkship tracks may opt to extend for an additional quarter. APPLICATION: To access Policy Lab Consent Applications go to link SLS Registrar https://registrar.law.stanford.edu/.
Terms: Win, Spr | Units: 2-3 | Repeatable 3 times (up to 8 units total)
Instructors: Ablavsky, G. (PI)

LAW 809T: Policy Practicum: Building A Sustainable, Transparent, and Humane Food System

Industrial animal agriculture significantly impacts public health and the global environment. Agricultural practices at large factory farms cause water and air pollution, among other climate impacts, and can contribute to antibiotic resistance and the emergence of novel pathogens. Yet policymakers' ability to consider and address these impacts has been limited by a lack of information. Moreover, agricultural operations are frequently exempt from public health protection laws, lack transparency, or are under-regulated. This policy practicum is jointly offered through the Environmental and Natural Resources Law & Policy Program at the Law School and the Climate and Energy Policy Program within the Stanford Woods Institute for the Environment. Students will explore several issues related to animal agriculture. Projects include investigating scientific and governing systems involved in reducing avian flu in California, exploring California's air permitting legal structure and how Californi more »
Industrial animal agriculture significantly impacts public health and the global environment. Agricultural practices at large factory farms cause water and air pollution, among other climate impacts, and can contribute to antibiotic resistance and the emergence of novel pathogens. Yet policymakers' ability to consider and address these impacts has been limited by a lack of information. Moreover, agricultural operations are frequently exempt from public health protection laws, lack transparency, or are under-regulated. This policy practicum is jointly offered through the Environmental and Natural Resources Law & Policy Program at the Law School and the Climate and Energy Policy Program within the Stanford Woods Institute for the Environment. Students will explore several issues related to animal agriculture. Projects include investigating scientific and governing systems involved in reducing avian flu in California, exploring California's air permitting legal structure and how California Central Valley animal agriculture is permitted, and creating a blueprint for citizen-based air monitoring near some of the most concerning facilities. No previous background or experience in food systems or environmental law is required. Class meetings will initially consist of lectures, guest speakers, and discussion around project-relevant aspects of the modern food system. Class will then transition to project-focused work and presentations. Throughout the quarter, students will have the opportunity to work closely with Central Valley community organizations and may have an opportunity to visit some of California's key agricultural regions. Elements used in grading: Attendance, Performance, Class Participation, Written Assignments. CONSENT APPLICATION: To access Policy Lab Consent Applications go to link SLS Registrar https://registrar.law.stanford.edu/.
Last offered: Spring 2025 | Units: 2-3 | Repeatable 2 times (up to 6 units total)

LAW 809U: Policy Practicum: Renewable Energy Transition in Rural America

Climate change is considered the greatest public health threat of the 21st century. To address it, 180 major medical and public health organizations have identified transitioning to cleaner forms of energy as essential to protect both immediate health from polluting fossil fuels while protecting long-term health from the pernicious effects of climate change. To achieve the scale of renewable energy needed in the U.S., rural areas will be essential to a clean energy transition. Rural energy cooperatives serve 42 million people - selling energy for industrial uses; at the same time, rural cooperatives are heavily reliant on fossil fuel, including coal, gas, and oil, at 61% of their energy mix compared to 19% nationally. Without dedicated policy and resources, rural America risks being left out of a clean energy transition, which has profound implications for health, equity, and financial opportunities. Recently, guidance for the Empowering Rural America program under the Inflation Reduct more »
Climate change is considered the greatest public health threat of the 21st century. To address it, 180 major medical and public health organizations have identified transitioning to cleaner forms of energy as essential to protect both immediate health from polluting fossil fuels while protecting long-term health from the pernicious effects of climate change. To achieve the scale of renewable energy needed in the U.S., rural areas will be essential to a clean energy transition. Rural energy cooperatives serve 42 million people - selling energy for industrial uses; at the same time, rural cooperatives are heavily reliant on fossil fuel, including coal, gas, and oil, at 61% of their energy mix compared to 19% nationally. Without dedicated policy and resources, rural America risks being left out of a clean energy transition, which has profound implications for health, equity, and financial opportunities. Recently, guidance for the Empowering Rural America program under the Inflation Reduction Act was released, which provides financial assistance for rural cooperatives to transition to clean energy. However, several barriers exist to a just and equitable transition, from shifting political landscapes to undemocratic structures of cooperatives to the risks of lost jobs as fossil fuel plants shutter. This Action Lab, as part of the Human and Planetary Health initiative, will partner student teams with two community-based organizations in rural areas. These client organizations have identified data and policy needs to ensure rural America can take full advantage of the benefits of the Inflation Reduction Act. These include direct and indirect health impacts; logistical, political, and socio-economic barriers; and policies facilitating or hindering the clean energy transition. In addition to Stanford Law students, graduate students from other Schools are invited to apply -- especially from the schools of Medicine and Sustainability. Elements used in grading: Attendance, Class Performance, Class Participation, Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete a Consent Application Form available at SLS Registrar https://registrar.law.stanford.edu/. Cross-listed with Pediatrics ( PEDS 289), Law ( LAW 809U), Environmental Behavioral Science ( EBS 291).
Last offered: Autumn 2024 | Units: 2-3 | Repeatable 2 times (up to 6 units total)

LAW 809V: Policy Practicum: Assessing Whether Fossil Fuel Companies Have Disseminated Disinformation

This Policy Lab responds to the recommendation of the University's Committee on Funding for Energy Research and Education (CFERE) to "develop clear and objective standards for determining whether a company or trade association has systematically engaged in propagating disinformation" We will tentatively adopt the Princeton University Faculty Panel on Fossil Fuel Dissociation's definition of disinformation: a communication made "with the intent to mislead." Although the dissociation process could in principle apply to any corporation, we will look particularly at fossil fuel companies, which were the focus of CFERE's inquiry. We begin with the hypothesis that the outcome of litigation involving fossil fuel companies' deception of consumers, investors, and other stakeholders (see, e.g., City of New York v. Exxon Mobil Corp.) has the potential to provide reliable information on which university dissociation might be based. Fortunately, Columbia University's Sabin Center for Climate Change more »
This Policy Lab responds to the recommendation of the University's Committee on Funding for Energy Research and Education (CFERE) to "develop clear and objective standards for determining whether a company or trade association has systematically engaged in propagating disinformation" We will tentatively adopt the Princeton University Faculty Panel on Fossil Fuel Dissociation's definition of disinformation: a communication made "with the intent to mislead." Although the dissociation process could in principle apply to any corporation, we will look particularly at fossil fuel companies, which were the focus of CFERE's inquiry. We begin with the hypothesis that the outcome of litigation involving fossil fuel companies' deception of consumers, investors, and other stakeholders (see, e.g., City of New York v. Exxon Mobil Corp.) has the potential to provide reliable information on which university dissociation might be based. Fortunately, Columbia University's Sabin Center for Climate Change Law maintains comprehensive information about such litigation through its Climate Change Litigation Databases. We will begin by examining the statutes under which such litigation is brought for their relevance to dissociation, and explore issues such as what judgments by what courts could a university rely on; what is the appropriate standard of culpability; how recent and pervasive must a company's behavior be to justify dissociation; what process should a university employ to consider a company's dissociation, including what due process rights the company should be accorded; and what behaviors could mitigate its culpability. In addition to Stanford Law students, students from the Stanford Doerr School of Sustainability and other Schools are invited to apply. Elements used in grading: Attendance, Class Performance, Class Participation, Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete a Consent Application Form available at SLS Registrar https://registrar.law.stanford.edu/. Admitted students will be notified by email with a permission number to enroll in LAW 809V. Admitted students have the option to forward the email notification to Luci Herman (lherman@stanford.edu) for a permission number to enroll SUSTAIN 213 (instead of LAW 809V). Cross-listed with Sustainability ( SUSTAIN 213).
Last offered: Autumn 2024 | Units: 2 | Repeatable 3 times (up to 6 units total)

LAW 809W: Policy Practicum: Thinking in Systems

Virtually every public policy has causes and consequences beyond those that are intended or immediately visible. This is true of criminal law policies that use algorithmic predictions of flight before trial; environmental policies involving greenhouse gas emissions and conventional pollutants; and social and health policies that address homelessness, institutional racism, and the distribution of Covid vaccines, to name just a few examples. The causes of the problems that these policies seek to address are complex. As a result, these policies often fail and sometimes have unintended adverse consequences. "Systems thinking" reveals the web of associations in which such policies reside. Its goal is to identify the multiple causes of problems and aid in designing enduring solutions. Thinking in systems and learning to map systems are core skills for policy makers. After several introductory classes devoted to these concepts and learning how to use the web-based systems mapping tool, Kumu, more »
Virtually every public policy has causes and consequences beyond those that are intended or immediately visible. This is true of criminal law policies that use algorithmic predictions of flight before trial; environmental policies involving greenhouse gas emissions and conventional pollutants; and social and health policies that address homelessness, institutional racism, and the distribution of Covid vaccines, to name just a few examples. The causes of the problems that these policies seek to address are complex. As a result, these policies often fail and sometimes have unintended adverse consequences. "Systems thinking" reveals the web of associations in which such policies reside. Its goal is to identify the multiple causes of problems and aid in designing enduring solutions. Thinking in systems and learning to map systems are core skills for policy makers. After several introductory classes devoted to these concepts and learning how to use the web-based systems mapping tool, Kumu, students will work on systems design projects of their choice. In addition to Stanford Law students, students from other Schools are invited to apply. Elements used in grading: Attendance, Class Performance, Class Participation, Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete a Consent Application Form available at SLS Registrar https://registrar.law.stanford.edu/.
Terms: Spr | Units: 2

LAW 809X: Policy Practicum: Roses Talk: Elevating At-Promise Student Voices in San Jose Unified

Despite decades of efforts to remediate racial disparities in education, low-income schools serving predominantly students of color continue to face significant challenges that perpetuate unequal educational outcomes. While no single solution can solve these complex issues, insights from the most marginalized students offer an underutilized source of knowledge that can drive more effective policies and practices. This policy lab seeks to directly address persistent disparities in education by elevating at-promise student voices in school and district decision making, reshaping our thinking around and approaches to advancing educational equity. With over 25,000 students, SJUSD is the largest school district in Santa Clara County, the county where Stanford University is located. District leaders and administrators at Gunderson--a Title I high school in South San Jose--have identified a collective need to better understand how to support "at-promise" students (a positive reframing of "at- more »
Despite decades of efforts to remediate racial disparities in education, low-income schools serving predominantly students of color continue to face significant challenges that perpetuate unequal educational outcomes. While no single solution can solve these complex issues, insights from the most marginalized students offer an underutilized source of knowledge that can drive more effective policies and practices. This policy lab seeks to directly address persistent disparities in education by elevating at-promise student voices in school and district decision making, reshaping our thinking around and approaches to advancing educational equity. With over 25,000 students, SJUSD is the largest school district in Santa Clara County, the county where Stanford University is located. District leaders and administrators at Gunderson--a Title I high school in South San Jose--have identified a collective need to better understand how to support "at-promise" students (a positive reframing of "at-risk" that is reflected in California education law), those who may fail to earn a high school diploma for a variety of reasons, including but not limited to low scores on standardized tests, disengagement from school, English language learner status, previous suspension or expulsion, involvement in the foster care system, houselessness, and special education. The COVID-19 pandemic has only exacerbated challenges for these students, with metrics of achievement and well-being worsening each year since 2020. Coined by Tupac Shakur and applied to education by Dr. Jeff Duncan-Andrade, the "rose that grew from concrete" is a metaphor for young people who often experience the most challenging environments but nonetheless show unmatched resilience and determination to overcome their circumstances. If these "roses" are given opportunities to talk, what would they tell us about what they need from school to succeed? Reaching this student demographic is critical for several reasons. Being the most marginalized, improving their outcomes can often improve outcomes for all students, school quality, and a district's overall health. These students also bring unique perspectives on schooling because they have benefited the least from it, which may challenge ignorance and certainty around what approaches and programs are most effective in working with them. Most importantly, at-promise students have an exceptionally high potential to make a difference in the world--an ideal that is at the core of the U.S. education system. Our society has a responsibility to help them reach that potential. In this course, Stanford students will conduct focus groups with Gunderson at-promise students to develop policy recommendations that inform school and district decision making--particularly around how to engage and improve outcomes for the most marginalized students in SJUSD. The course offers a unique opportunity for Stanford students to participate in community-engaged learning and research, apply technical skills and academic knowledge to real-world challenges, and contribute to positive educational outcomes for underserved students. It embodies the principle that higher education institutions can and should play a pivotal role in enhancing the quality of K-12 public education for all students. TIMELINE AND EXPECTATIONS: The practicum will be completed in two phases. Phase 1, Winter Quarter: Stanford students will be introduced to basic qualitative research methods, relevant literature, best practices, and impactful laws and policies. They will work collaboratively to develop an interview protocol to use for 1-2 focus groups with Gunderson students. Following data collection, students will engage in qualitative analysis and draft preliminary findings to present to SJUSD and Gunderson leaders for oral and written feedback. Phase 2, Spring Quarter: Based on preliminary findings and feedback, students will formulate interview questions and facilitate a final focus group with Gunderson students to clarify and/or confirm preliminary findings. Students will finalize and draw on their findings to conduct policy research and analysis, legal research and analysis (as needed), and develop evidence-based policy recommendations for the school and school district. Their work will culminate in a final report and presentation to Stanford, SJUSD, and Gunderson leaders in late spring. Please note that this timeline is subject to change. LOGISTICS: Ideally, practicum students would commit to participating in winter and spring quarters. However, students who are only able to participate for winter quarter will also be considered. The winter quarter lab is standard 3-units, while spring quarter lab will be variable 2-4 units to accommodate continuing students. In consultation with the instructors, students can choose how many units they want to take within the allowed range for the class. Students will be expected to perform work in proportion to the number of units for which they have registered. Requirements for each unit value will be clearly described in the course syllabus. Session meeting times and travel arrangements to/from San Jose will be determined once a final group of practicum students are selected. ENROLLMENT AND GRADING: This class is open to Stanford Law School students, and available for cross-registration for undergraduate and graduate students from across campus. We highly encourage students from outside the Law School to apply, particularly students from the Graduate School of Education. Ideal students will have strong research, writing, and analytical skills, oral communications skills, and a demonstrated commitment to improving educational outcomes for all students. Students will be working together in small teams. Grading will be based on attendance, class performance and participation, collaboration with peers, engagement with high school students, written assignments, and presentations. COURSE OBJECTIVES: (1) Increase at-promise student engagement by amplifying their voices in school and district decision making; (2) equip Stanford students with essential qualitative, policy, and legal research skills and apply these skills in collecting and analyzing data to identify challenges and opportunities for at-promise students; (3) collaborate with peers and instructors to develop evidence-based policy recommendations for improving at-promise student engagement and outcomes, culminating in a final report that influences policies and practices at Gunderson and in SJUSD; and (4) promote diverse perspectives and ideologies by challenging existing beliefs about at-promise students and their communities, encouraging open-mindedness, and fostering thought-provoking conversations about contentious issues that appreciate a wide range of viewpoints. CONSENT APPLICATION AND ADDITIONAL MATERIALS: To apply for this course, students must submit a Consent Application Form at SLS Registrar https://registrar.law.stanford.edu/. Additionally, students must submit a resume and writing sample via email to Dionna Rangel at drangel@ law.stanford.edu. Please indicate in your email whether you are applying for winter quarter only, or winter and spring quarters. All application materials are due by Sunday, December 15 at 11:59 pm. This is a Cardinal Course certified by the Haas Center for Public Service. Cross-listed with Education ( EDUC 309X).
Last offered: Spring 2025 | Units: 2-4 | Repeatable 2 times (up to 6 units total)
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